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HIST SENIOR SCHOOL Years 10 & 11 ESL BULLETIN No. 5
高中部英語(yǔ)組校報(bào)
2018 -19學(xué)年,第1學(xué)期,第10/11周,
第五期校報(bào) 2018年11月9日
Dear Senior School Parents and Families,
親愛的家長(zhǎng)們,
One of the cornerstones of teaching English as a Second Language (ESL) is introducing students to topics which are relevant to future educational and career goals, life skills and life-long learning. Recent topics include training and qualifications starting with focus on vocabulary, talking about difficult situations and problems and how to express oneself through speaking and writing. A safe forum (the classroom) allows students to talk about their hopes, desires and even fears. Expressing oneself is not something that is often visible among young people, but we encourage and foster this type of dialogue as healthy development.
英語(yǔ)教學(xué)的重要內(nèi)容之一是向?qū)W生介紹與未來(lái)教育和職業(yè)發(fā)展目標(biāo)、生活技能和終身學(xué)習(xí)相關(guān)的話題。我們最近練習(xí)的話題包括職業(yè)培訓(xùn)和資格等方面,從學(xué)習(xí)詞匯開始,接著討論學(xué)習(xí)中的重難點(diǎn),同時(shí)還包括如何通過口語(yǔ)和寫作來(lái)表達(dá)自己的觀點(diǎn)。一個(gè)安全的研討環(huán)境(教室)允許學(xué)生談?wù)撍麄兊睦硐�、愿望甚至恐懼。勇于表達(dá)自己的想法這一行為在青少年中并不常見,但我們鼓勵(lì)這樣的方式,以促進(jìn)學(xué)生的健康發(fā)展。
An additional foundation of the ESL programme is collecting and analysing data through formative and summative assessments and monitoring and coaching the students on a class-by-class basis. Data drives the teaching direction as it informs the teacher of the student’s strengths, weaknesses and perhaps interest. As teachers follow the curriculum and develop a syllabus, they are also expected to enhance their students learning by adjusting the syllabus to suit the particular needs of individual students and their class. In addition, students would rarely be competent equally in all four skills, so it is usual that a student may be higher in speaking and writing than say listening and reading (as is the case with many of our students). On a biweekly basis, students are tested formally at their level for reading, writing, grammar and vocabulary. All grades are collected for the whole department where they are used for analysis by individual teachers and the ESL department.
ESL課程的另一個(gè)基礎(chǔ)是通過形成性測(cè)試和總結(jié)性評(píng)估來(lái)收集并分析數(shù)據(jù),然后逐級(jí)監(jiān)控和輔導(dǎo)學(xué)生。使用數(shù)據(jù)來(lái)指導(dǎo)教學(xué)方向是因?yàn)橥ㄟ^分析數(shù)據(jù)可以獲知學(xué)生的長(zhǎng)處、弱點(diǎn)和興趣。教師遵循課程設(shè)置并制定教學(xué)方案,同時(shí)通過調(diào)整教學(xué)方案來(lái)加強(qiáng)學(xué)生的學(xué)習(xí),以適應(yīng)不同學(xué)生及班級(jí)的不同需求。此外,學(xué)生很難在四種技能上都具有同等的能力,一般說(shuō)來(lái),學(xué)生在口語(yǔ)和寫作方面可能比聽力和閱讀更好,我們的許多學(xué)生也是如此。通過兩周的學(xué)習(xí)和練習(xí),學(xué)生在閱讀、寫作、語(yǔ)法和詞匯方面也進(jìn)行了測(cè)試�?荚嚱Y(jié)束后,教師會(huì)收集所教班級(jí)的成績(jī)進(jìn)行分析。
In the case of one particular year 11 class where the results of the biweekly assessments have shown that students are stronger in speaking and writing than reading & listening, the teacher has been focusing on practice tasks appropriate to improving those skills. For example, students often have trouble identifying relevant passages if the vocabulary in the questions are different than in the text. For students to learn this skill/strategy, they learn how to identify keywords in questions and relate them to the vocabulary in the text. Predicting content by examining pictures and titles of the text is another comprehension strategy which is important for developing listening and reading skills.
11年級(jí)的雙周評(píng)估結(jié)果表明學(xué)生在口語(yǔ)和寫作方面比閱讀和聽力方面更強(qiáng),教師一直把注意力集中在提高這些技能的練習(xí)任務(wù)上。例如,在閱讀理解中,學(xué)生對(duì)于識(shí)別文中生詞和所問問題生詞不同這個(gè)方面有困難,通過學(xué)習(xí)如何識(shí)別關(guān)鍵詞和他們?cè)谖恼率褂玫脑~匯,學(xué)生掌握了相應(yīng)的技巧和策略。通過對(duì)文本的圖片和標(biāo)題來(lái)預(yù)測(cè)內(nèi)容是另一個(gè)閱讀理解的策略,這對(duì)于提高聽力和閱讀技能是非常重要的。
In another year 11 B1 and B1+ level class, students can be seen actively working in their groups on a narrative essay. The main focus of the work has been on the outline, structure and content which includes introductions, sentence starters, appropriate grammar and mapping stories using a sequence graph to guide and inform them. The primary objective of this exercise is to assist students in putting into practice the skills they have learned by analysing the language and skills required for writing a narrative essay. This type of activity promotes critical thinking and teamwork skills which students can use in their academic and working lives in the future.
對(duì)于11年級(jí)B1和B1+水平的學(xué)生來(lái)說(shuō),我們可以看到他們?cè)谛〗M活動(dòng)中積極認(rèn)真地進(jìn)行敘事類型作文的練習(xí)。近兩周的教學(xué)重點(diǎn)是寫作的大綱、結(jié)構(gòu)及內(nèi)容,還有語(yǔ)法結(jié)構(gòu)的準(zhǔn)確性,這不僅體現(xiàn)在每一個(gè)句子的寫作上,更體現(xiàn)在語(yǔ)法結(jié)構(gòu)在整篇文章中運(yùn)用的準(zhǔn)確性。我們?cè)诮虒W(xué)中運(yùn)用了序列圖的教學(xué)方法,讓學(xué)生通過描繪自己所寫故事的序列圖來(lái)培養(yǎng)他們的邏輯能力,并在其中注重語(yǔ)法結(jié)構(gòu)的訓(xùn)練。這個(gè)練習(xí)的主要目的是幫助學(xué)生進(jìn)行語(yǔ)言和技能練習(xí)的同時(shí),把他們所學(xué)到的東西運(yùn)用到實(shí)際的寫作中去。通過這種類型的課堂活動(dòng),極大地促進(jìn)了學(xué)生批判性思維和團(tuán)隊(duì)合作的能力,并為他們以后的學(xué)習(xí)和工作奠定了良好的基礎(chǔ)。
At the end of every unit, review activities are necessary to consolidate knowledge learned. In the particular ESL class (above), students participated in a competition involving their quick recall knowledge as well as testing their strategic thinking skills. They were formed into groups of three with the goal of accumulating the most points possible by answering 10 questions at varying levels of difficulty: 4 easy, 3 medium, 2 hard and 1 impossible. If a correct answer was given, points were added while an incorrect answer resulted in a deduction of points. The higher the difficulty, the greater the number of points were rewarded or subtracted. In order to win, students had to think very carefully and answer with caution (to ensure they did not lose points).
我們?cè)诿恳粋(gè)單元結(jié)束的時(shí)候,都會(huì)進(jìn)行復(fù)習(xí),這對(duì)于鞏固知識(shí)是十分必要的。在本周的英語(yǔ)課上,學(xué)生參加了一個(gè)包括快速回憶知識(shí)和測(cè)試思維能力的競(jìng)賽。他們被分成三組,目的是通過回答10個(gè)不同難度的問題來(lái)積累盡可能多的分?jǐn)?shù):4個(gè)容易的,3個(gè)中等難度,2個(gè)較難難度的,還有1個(gè)非常難的。如果給出正確答案,則增加分?jǐn)?shù),反之則減分。難度越大,獎(jiǎng)勵(lì)或減分越多。為了贏得比賽,學(xué)生們必須非常認(rèn)真仔細(xì)地思考,并謹(jǐn)慎地進(jìn)行回答(以確保他們沒有丟分)。
The result of the competition was two teams with the same score. The students were involved in a dynamic learning experience where they were motivated to check their textbooks and notes for the correct answers to the questions. Games and competitions for all age groups, are an important technique in encouraging learning with the added incentive where ‘winning’, not just playing the game is encouraged (similar to life). As students grow and develop, they need to decide what ‘winning’ is for them, as it is different for all people.
比賽的結(jié)果是兩個(gè)隊(duì)得分相同。學(xué)生們通過這樣的活動(dòng),參與到了一個(gè)動(dòng)態(tài)的學(xué)習(xí)體驗(yàn)中,并促使他們?nèi)?fù)習(xí)所學(xué)內(nèi)容,以尋找問題的正確答案。設(shè)計(jì)適合每一個(gè)年齡段的課堂游戲,是很重要的一種教學(xué)方式,可以鼓勵(lì)學(xué)生學(xué)習(xí)并給予額外的獎(jiǎng)勵(lì),其中的“贏”,不僅僅是玩游戲更是鼓勵(lì)(與生活中的鼓勵(lì)類似)。隨著學(xué)生的成長(zhǎng)和發(fā)展,他們需要決定什么樣的“勝利”是他們想要的,因?yàn)檫@對(duì)所有人來(lái)說(shuō)都是不一樣的。
For the year 10’s, at the beginning of each unit, students study the vocabulary in the unit and additional vocabulary from the PET for Schools practice exams. As student’s progress to higher English levels, vocabulary increases along with building connections between words in different grammatical structures. Vocabulary is remembered more easily in context so producing speaking dialogues along with writing where they can practice speaking and remember the sentence structures are more enjoyable as they are putting into practice the grammar and vocabulary which they have learned. Reading, listening, speaking and writing are more natural once students have a grasp of vocabulary per topic and the grammar to support the skills. Students like to be creative, so this system gives them an opportunity to use their creative side in communication.
在10年級(jí)教師講授并練習(xí)每一個(gè)單元,并在教學(xué)過程中專注于所有的技能和語(yǔ)言水平的訓(xùn)練。在每個(gè)單元開始時(shí),學(xué)生學(xué)習(xí)該單元中的詞匯和來(lái)自PET考試的附加詞匯。隨著學(xué)生英語(yǔ)水平的提高,詞匯量也在不斷增加。詞匯在上下文環(huán)境中更容易被記憶,所以在寫作的同時(shí)進(jìn)行口語(yǔ)練習(xí),通過讓學(xué)生練習(xí)所學(xué)的詞匯和語(yǔ)法來(lái)進(jìn)行強(qiáng)化和鞏固。一旦學(xué)生掌握了每個(gè)話題的詞匯和語(yǔ)法,閱讀、聽力、口語(yǔ)和寫作就更得心應(yīng)手了。學(xué)生喜歡創(chuàng)造性的活動(dòng),所以這個(gè)體系讓他們有機(jī)會(huì)在交流中發(fā)揮他們有創(chuàng)造性的一面。
For example, recent topic were money and household items. For students to be able to progress to higher the English levels, they need to build a foundation in general vocabulary with what they are familiar with and grammar structures such as the ‘be verb’, present simple, past simple, past continuous, using verbs, adverbs, comparatives and superlatives and in an order which they would naturally learn comparative and superlative.
例如,最近學(xué)習(xí)的話題是和家庭用品。為了提高學(xué)生的英語(yǔ)水平,他們需要在已知詞匯中運(yùn)用已學(xué)的語(yǔ)法和構(gòu)詞知識(shí),建立一系列的相關(guān)詞匯體系,如“be 動(dòng)詞”、它的一般現(xiàn)在時(shí)、過去進(jìn)行時(shí),正在進(jìn)行時(shí)、與之對(duì)應(yīng)的動(dòng)詞、副詞、比較級(jí)和等,建立起一個(gè)詞群。此外,用一種學(xué)生能夠自然習(xí)得的順序進(jìn)行比較級(jí)和的學(xué)習(xí)和練習(xí)。
We continue to put the welfare and needs of the students first.
我們會(huì)繼續(xù)把學(xué)生的德育教育和學(xué)習(xí)需要放在教學(xué)的首位。
At Haileybury, every child matters, every day.
在黑利伯瑞,每個(gè)孩子的每至關(guān)重要。
Cheryl Ann McKenna
Head of English as a Second Language Programme
英語(yǔ)項(xiàng)目組負(fù)責(zé)人
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